Comprehensive Planning
Charter School Planning
Offline Guidance Tool
CHARTER SCHOOL PLANNING-OFFLINE GUIDANCE TOOL 2014-2015
Comprehensive Planning (CP)
Charter School Offline Planning Guide
Research Study
During the spring of 2010, PDE commissioned a research study to analyze and make
recommendations regarding the current planning processes and tools used by LEAs and their
alignment with the school improvement processes and tools. The study identified the need for a
comprehensive process and tool that aligns LEA planning and school-level planning.
Comprehensive Planning Project
Under the direction of PDE, Capital Area Intermediate Unit and Delaware County Intermediate
Unit are collaborating to design and develop a single, streamlined, yet systemic, comprehensive
planning process and plan management system for LEAs within the Commonwealth to ensure
that:
 LEAs are using the same proven planning practices.
 All planning is collaborative, coordinated and representative of the participation of all
stakeholders.
Legislative Highlights
Submission will consist of a single Charter School Plan containing up to six goals every three
years. The single plan will meet legislative requirements including, but not limited to Chapter 4,
12 and 49.
Contributors to Project
Bureau of Teaching and Learning Support, Bureau of Special Education, Bureau of Assessment
& Accountability, Bureau of Career & Technical Education, Bureau of School Leadership and
Teacher Quality, Center for Data Quality & Information Technology, Educational Technology
Office, Pennsylvania Intermediate Unit-Curriculum and Student Services Coordinators, PAIMS,
IU 8, 10, 11, 12, 13, 15, 17, 20, 24, 25 & 27 Personnel, Pennsylvania Association for School
Administrators, and The Education Policy and Leadership Center.
AND READ IMPORTANT
INFORMATION BELOW
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Important Instructions for Using this Offline Guidance Tool
This offline tool is to assist you as you enter data in the Comprehensive Planning Web App.
Therefore, you may download and save it for your Charter School use. This offline tool is best
completed electronically as rows are designed to expand to your entries and there are no
character limits. In some cases, you may need to insert rows when you want additional items
such as Concerns, Strategies, Action Steps, etc.
Rationale for Comprehensive Planning
Comprehensive Planning is a continuous process used to ensure that all students are achieving at
high levels. All Charter Schools can create better environments so that more students are
successful. Continuous planning of public Charter Schools is essential to providing increased
student performance and quality results. Innovative, exemplary, and research-based programs,
coupled with staff development, focused and aligned resources and public participation in
planning, are critical factors in Charter Schools that demonstrate continuous growth.
Characteristics of High Performing Educational Systems
High performing Charter Schools with varied demographic conditions have shown they share
common characteristics. These nine characteristics are strongly correlated to consistently high
performing Charter Schools. As Charter School teams go through the process of comprehensive
planning, they will look for the presence of characteristics such as clear and shared focus.
Research has shown that there is no silver bullet – no single thing that Charter Schools can do to
ensure high student performance. Rather, high performing education systems tend to show
evidence of the following nine characteristics:
1. Clear and Shared Focus
Everybody knows where they are going and why. The vision is shared—everybody is
involved and all understand their role in achieving the vision. The vision is developed
from common beliefs and values, creating a consistent focus.
2. High Standards and Expectations
Teachers and staff believe that all students can learn and that they can teach all students.
There is recognition of barriers for some students to overcome, but the barriers are not
insurmountable. Students become engaged in an ambitious and rigorous course of study.
3. Effective Charter School Leadership
Effective leadership is required to implement change processes within the Charter
School. This leadership takes many forms. Principals often play this role, but so do
teachers and other staff, including those in the Charter School office. Effective leaders
advocate, nurture, and sustain a Charter School culture and instructional program
conducive to student learning and staff professional growth.
4. High Levels of Collaboration and Communication
There is constant collaboration and communication between and among teachers of all
grades. Everybody is involved and connected, including parents and members of the
community to solve problems and create solutions.
5. Curriculum, Instruction and Assessment Aligned with Standards
Curriculum is aligned with local, state and national standards. Research-based materials
and teaching and learning strategies are implemented. There is a clear understanding of
the assessment system, what is measured in various assessments and how it is measured.
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6. Frequent Monitoring of Teaching and Learning
Teaching and Learning are continually adjusted based on frequent monitoring of student
progress and needs. A variety of assessment procedures are used. The results of the
assessment are used to improve student performances and also to improve the
instructional program.
7. Focused Professional Development
Professional development for all educators is aligned with the Charter School’s common
focus, objectives, and high expectations. It is ongoing and based on high need areas.
8. Supportive Learning Environment
The Charter School has a safe, civil, healthy and intellectually stimulating learning
environment. Students feel respected and connected with the staff, and are engaged in
learning. Instruction is personalized and small learning environments increase student
contact with teachers.
9. High Levels of Community and Parent Involvement
There is a sense that all educational stakeholders have a responsibility to educate
students, not just the teachers and staff in Charter Schools. Parents, as well as businesses,
social service agencies, and community colleges/universities all play a vital role in this
effort.
Incorporating 21st Century Skills into the Comprehensive Plan
The Partnership for 21st Century Skills (www.p21.org) has developed a unified collective vision
for 21st century learning that will strength American education. Its framework describes the
knowledge, skills, expertise and the literacies students must master to succeed in work and life.
It presents a vision for 21st century student outcomes and the support systems that are needed to
produce these outcomes. Mastery of core academic subjects is the base upon which all 21st
century learning occurs. An innovative support system must be created to help students the
multi-dimensional abilities required of them in the 21st century. The 21st century support system
includes Standards, Assessments, Curriculum, Instruction, Professional Development and
Learning Environments.
Early in the process of comprehensive planning, it is highly encouraged that a Charter School
takes the Milestones for Improving Learning and Education (The MILE Guide) self-assessment.
The MILE Guide toolset is designed to help Charter Schools determine where they are on the
spectrum of ensuring 21st century readiness for every student. It helps schools and Charter
Schools measure where they are in terms of student knowledge and skills; education support
systems; leading and teaching; policy-making; partnering and continuous improvement/strategic
planning. Depending on the results in each area, appropriate strategies are recommended.
To view the Partnership for 21st Century Learning’s Framework visit:
http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=119
To view the MILES Guide and complete the self-assessment online visit:
http://www.p21.org/index.php?option=com_content&task=view&id=800&Itemid=52
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Charter School Comprehensive Planning Components
I.
II.
III.
IV.
V.
Profile
A. Demographics
B. Planning Process
C. Mission Statement
D. Vision Statement
E. Shared Values
F. Educational Community
G. Board of Trustees
H. Board of Trustees Professional Development
I. Coordination of the Governance and Management of the School
J. Student Enrollment
K. Student Enrollment History
L. Planning Committee
Core Foundations
A. Standards
B. Curriculum
C. Instruction
D. Assessments
E. Safe and Supportive Schools
F. Materials and Resources
G. Professional Education
Assurances
A. Brick and Mortar Charter Assurances
B. Cyber Charter Assurances
C. Safe and Supportive Schools
D. Non-Title I Schools
E. Title I Schools
Needs Assessment
A. Analyze Data
1. Analyze Data Overview
2. Data Walkthroughs
3. Accomplishments
4. Concerns
B. Analyze Systems
1. Systems Analysis Overview
2. Systems Analysis Guiding Questions
3. Align Concerns with Systemic Challenges
4. Prioritize Systemic Challenges
Charter School Plan
(The Charter School Plan is the collection of Action Plans that implement Strategies for
accomplishing Goals. The following process is repeated for each Action Plan)
A. Action Plans
1. Develop a New Goal
2. Address Systemic Challenges addressed by this goal
3. Identify Indicators of Effectiveness
4. Build Goal
5. Identify Strategies
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VI.
VII.
6. Create an Implementation Step
7. If applicable, complete Professional Development Action Step
Worksheet(s)
B. Targets
1. Achievement Targets
2. Performance Targets
Plan Submission
A. Affirmations
1. Charter School Affirmations
2. Compliance with the Public Official & Employee Ethics Act
3. Assurance of Quality and Accountability
B. Status and History
Plan Output Reports
A. Total Plan Output
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Charter School Profile
Demographics
Charter School Name:
Street Address:
Post Office (City/Town):
Zip Code:
Phone Number:
Federal Accountability
Designation:
Title I Status:
CEO:
CEO Email Address:
Date of Local Chartering School Board/PDE Approval:
Length of Charter:
Opening Date:
Grade Level:
Hours of Operation:
Percentage of Certified Staff:
Total Instructional Staff:
Student/Teacher Ratio:
Student Waiting List:
Attendance Rate/Percentage:
Enrollment:
Per Pupil Subsidy:
Student Profile
American Indian/Alaskan Native:
Asian/Pacific Islander:
Black (Non-Hispanic):
Hispanic:
White (Non-Hispanic):
Multicultural:
Percentage of Students from Low Income Families Eligible for
a Free or Reduced Lunch:
Provide the Total Unduplicated Number of Students Receiving
Special Services (Excluding Gifted) as of Previous December:
Number of:
K
(AM)
K
(PM)
K
(FT)
Elementary
Middle
Secondary
Instructional Days
Instructional
Hours
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Planning Process
Determining your planning process is an integral step to developing and implementing your
Charter School Plan. Things to consider when determining your process are:




When, where and with whom will you meet?
What is your timeline to sustain momentum?
Who will be responsible for which aspects of the planning process?
How, when, what and with whom will you communicate?
Mission Statement
A Mission statement describes who you are and what you do; however, more fundamentally, it
defines the purpose of your organization as a whole. Unlike a Vision statement (which answers
the question “What do we want for our future?”), a Mission statement addresses the question
“Why do we exist?” When creating your Mission statement, it is helpful to begin your responses
to that question with the infinitive “to” be followed by an action verb, such as “provide” or
“foster.”
Criteria for an Effective Mission Statement include:








Short and sharply focused
Clear and easily understood
Defines why we do what we do
Defines why the organization exists
Sufficiently broad and general
Provides direction for doing the right things
Inspires our commitment
Says how we want to be remembered
Describe the mission of the Charter School and what defines the purpose of the organization.
Vision Statement
A vision statement describes the Charter School’s vision for the future if your organization is
successful in its mission. Meant to inspire, the vision statement provides a vivid portrayal of a
bright future; however, its aspirations should be realistic and clear. When creating your vision
statement, it is helpful to describe what kind of future the Charter School would create for its
students.
Lastly, consider how you will create a 21st Century Learning Environment for students and staff.
Describe the vision for the future if your organization is successful in its mission.
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Shared Values
Shared values are the core tenets shared by your stakeholders that drive your organization’s
culture and commitment. Unlike the Mission statement (which answers the question “Who are
we?” by describing what you do), a shared values statement addresses the question “Who are
we?” by examining what you believe. When creating your Shared Values statement, it is helpful
to describe what the Charter School believes followed by a declarative sentence such as, “We
believe that all students can…”
Describe the Charter School's shared values.
Educational Community
Understanding your educational community is an important first step toward understanding your
strengths, challenges, trends and conditions. In addition to contextual information, such as
geographic and demographic data, your educational community description may include
perceptual data culled from surveys, forums and advisory groups. This process is typically
referred to as an “environmental scan.” An environmental scan considers present and predicted
influencers of the direction of your organization and should examine both internal and external
factors.
Describe your educational community. (Consider the following questions)










Is your community rural or urban?
What is the economic status of your community?
What is the current and project fiscal status of the Charter School?
What types of industries are in your community?
What are your community resources?
What are your organizational resources?
How many and what types of students do you serve?
What opportunities do you offer to your students or community?
What opportunities does your community offer your students?
How do your community and organizational members feel about your entity?
Describe the Charter School's educational community.
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Charter School Board of Trustees
Name of Trustee
Office (if any)
Address
Telephone #
Email Address
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Board of Trustees Professional Development
Describe the professional development provided or taken regarding governance of the school
(including the Sunshine Law and the Public Officials Act) for the Board of Trustees. If not all
board members received professional development, indicate the members that did receive it.
Also, include who provided the professional development and what topics were addressed.
Coordination of the Governance and Management of the School
Explain how the Board of Trustees coordinates the governance and management of the school.
Describe the Board of Trustees’ efforts in maintaining a working relationship with the charter
granting’s Board of School Directors. Cyber Charter Schools should address the efforts of the
Board of Trustees to maintain a working relationship with PDE.
Student Enrollment
Describe enrollment requirements related to relevant parameters (e.g. age, residence,
immunization regulations, etc.)
Upload the following 3 documents:
 Communications to parents regarding registration procedures, dates, and when
applicable, a description of the lottery process.
 Registration Policy
 Intent to Enroll Form (English and all other languages)
Student Enrollment History
Provide data in the following tables that describes the Charter School’s enrollment history:
Enrollment History—Part I
Number of
Students at Number of
the
Students at
Number
Beginning the End of Number of
Reasons Students
of
School
of the
the School Students
Withdrew During the
Students
Year
School Year
Year
Expelled
Year
Retained
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Enrollment History—Part 2—Enrollment by Grade by School Year
Grade
School
Year
K
1
2
3
4
5
6
7
8
9
10
11
12
Planning Committee
Charter School Level Planning Team
The CEO leading your Charter School Level planning process ensures that appropriate systemic
change will not only be identified, but also implemented. In addition, key staff members and
representatives from every stakeholder group should participate in some capacity to ensure that
multiple perspectives are considered and that staff and stakeholders support the plan.
Staff and Stakeholder groups may include:








Charter School and School Level Administrators
Program and Support Personnel (e.g., Curriculum, Special Education, Student Services,
Instructional Technology)
Coaches and Mentors
Elementary, Middle and High School Teachers
Students
Parents
Charter School Board Members
Local Business and Community Representatives
In accordance with legislative requirements including, but not limited to Chapter 4, 12 and 49 the
planning committee must contain at minimum:

(6) Teacher representatives (chosen by the teachers) divided equally among elementary,
middle and high school teachers, as well as at minimum (1) Special Education Teacher
 (2) Educational specialists (chosen by educational specialists) including dental hygienists,
school guidance counselors, home-school visitors, technology instructors, school
psychologists, school restoration and nutrition service specialist.
 (2) Administrative representatives (chosen by the administrators)
 (2) Parents of children attending a school in the Charter School (appointed by the Charter
School board)
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

(2) Local business representatives (appointed by the Charter School board)
(2) Community representatives (appointed by the Charter School board)
Identify key staff members and representatives from every stakeholder group participating to
ensure that multiple perspectives are considered and that staff and stakeholders support the
Charter School Level Plan.
Name of Team Member
Subcommittee(s)
Role
Chosen/Appointed
By
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Standards
Pennsylvania Standards describe what students should know and be able to do; they increase in
complexity and sophistication as a student progresses through school.
Mapping and Alignment
Identify the Charter School's status with mapping and aligning its curriculum to all state
academic standards as cited in Chapter 4, assessment anchors and eligible content.
Curriculum mapping is the consideration of when, how and what is taught, as well as the
assessment measures used to demonstrate achievement of expected student learning
outcomes. It is a process for recording what content and skills are actually taught in a
classroom, school or Charter School during a longer period.
Curriculum alignment is the alignment between curriculum and one or more of the
following elements: state standards, standardized tests and/or state tests, curriculumembedded tests, student assignments, lesson plans, textbooks and instruction.
A=Accomplished, D=Developing, NI=Needs Improvement, NE=Non Existent
Elementary Education-Primary Level (EEP)-The primary program shall ordinarily be completed
by children who are approximately 8 years of age. [§ 4.21 (a)]
Elementary Education-Intermediate Level (EEI) - The intermediate level program shall
ordinarily be completed by children who are approximately 11 years of age. [§ 4.21 (c)]
Middle Level Education (ML)-The middle level planned instruction aligned with academic
standards serves children who are approximately 11—14 years of age. [§ 4.22 (a)]
High School Level Education (HS)-Instruction in the high school program must focus on the
development of abilities needed to succeed in work and advanced education through planned
instruction. [§ 4.23 (a)]
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Elementary Education-Primary Level (if applicable)
Mapping
Alignment
Chapter 4 Standards
A D NI N
A D NI NE
E
Arts and Humanities
Career Education and Work
Civics and Government
Common Core Standards: English Language Arts
Common Core Standards: Literacy in
History/Social Studies, Science and Technical
Subjects
Common Core Standards: Mathematics
Economics
Environment and Ecology
Family and Consumer Sciences
Geography
Health, Safety and Physical Education
History
Science and Technology and Engineering
Education
Alternate Academic Content Standards for Math
Alternate Academic Content Standards for Reading
American School Counselor Association for
Students
Early Childhood Education:
Infant-ToddlerSecond Grade
English Language Proficiency
Interpersonal Skills
School Climate
Provide explanation for any standard areas checked “Needs Improvement” or “Non Existent”.
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Elementary Education-Intermediate Level (if applicable)
Mapping
Alignment
Chapter 4 Standards
A D NI N
A D NI NE
E
Arts and Humanities
Career Education and Work
Civics and Government
Common Core Standards: English Language Arts
Common Core Standards: Literacy in
History/Social Studies, Science, and Technical
Subjects
Common Core Standards: Mathematics
Economics
Environment and Ecology
Family and Consumer Sciences
Geography
Health, Safety and Physical Education
History
Science and Technology and Engineering
Education
Alternate Academic Content Standards for Math
Alternate Academic Content Standards for Reading
American School Counselor Association for
Students
English Language Proficiency
Interpersonal Skills
School Climate
Provide explanation for any standard areas checked “Needs Improvement” or “Non Existent”.
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Middle Level Education (if applicable)
Mapping
Chapter 4 Standards
A D NI N
E
Arts and Humanities
Career Education and Work
Civics and Government
Common Core Standards: English Language Arts
Common Core Standards: Literacy in
History/Social Studies, Science, and Technical
Subjects
Common Core Standards: Mathematics
Economics
Environment and Ecology
Family and Consumer Sciences
Geography
Health, Safety and Physical Education
History
Science and Technology and Engineering
Education
Alternate Academic Content Standards for Math
Alternate Academic Content Standards for Reading
American School Counselor Association for Students
English Language Proficiency
Interpersonal Skills
School Climate
World Language
Alignment
A D NI NE
Provide explanation for any standard areas checked “Needs Improvement” or “Non Existent”.
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High School Level Education (if applicable)
Mapping
Chapter 4 Standards
A D NI N
E
Arts and Humanities
Career Education and Work
Civics and Government
Common Core Standards: English Language Arts
Common Core Standards: Literacy in
History/Social Studies, Science, and Technical
Subjects
Common Core Standards: Mathematics
Economics
Environment and Ecology
Family and Consumer Sciences
Geography
Health, Safety and Physical Education
History
Science and Technology and Engineering
Education
Alternate Academic Content Standards for Math
Alternate Academic Content Standards for Reading
American School Counselor Association for Students
English Language Proficiency
Interpersonal Skills
School Climate
World Language
Alignment
A D NI NE
Provide explanation for any standard areas checked “Needs Improvement” or “Non Existent”.
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Adaptations
Chapter § 4.12(a) allows LEAs to develop, expand or improve existing academic standards.
Identify whether or not your Charter School has developed, expanded or improved the existing
Pennsylvania academic standards in specific content areas.
If you have developed, expanded or improved the academic standards in Chapter 4, then identify
below which ones affected. (Check all that apply)
If you have not developed, expanded or improved the academic standards in Chapter 4, then
move to the next section entitled Curriculum.
Chapter 4 Standards
Arts and Humanities
Career Education and Work
Civics and Government
Common Core Standards: English Language Arts
Common Core Standards: Literacy in
History/Social Studies, Science, and Technical
Subjects
Common Core Standards: Mathematics
Economics
Environment and Ecology
Family and Consumer Sciences
Geography
Health, Safety and Physical Education
History
Science and Technology and Engineering
Education
EEP EEI ML
HS
Provide explanation for any standards checked.
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Curriculum
A curriculum framework specifies what objectives are to be taught and the planned instruction at
which grade levels for each subject in the curriculum. At any given grade level, the objectives
used as the basis of lesson design are those-and only those-that are needed to provide the
foundation for what comes next.
Planned Instruction
Which of the following characteristics describe the planned instruction for each standards area
within each grade span?
A=Accomplished, D=Developing, NI=Needs Improvement, NE=Non Existent
Elementary Education-Primary Level (if applicable)
Curriculum Characteristics
A
Objectives of planned courses, instructional units or interdisciplinary
studies to be achieved by all students are identified for each subject area.
Content, including materials and activities and estimated instructional time
to be devoted to achieving the academic standards are identified.
The relationship between the objectives of a planned course, instructional
unit or interdisciplinary studies and academic standards are identified.
Procedures for measurement of mastery of the objectives of a planned
course, instructional unit or interdisciplinary studies are identified.
D
NI
NE
Provide explanation for processes used to ensure Accomplishment.
Provide explanation for any row checked “Needs Improvement” or “Non Existent”. How does
the Charter School plan to address their incorporation?
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Elementary Education-Intermediate Level (if applicable)
Curriculum Characteristics
A
Objectives of planned courses, instructional units or interdisciplinary
studies to be achieved by all students are identified for each subject area.
Content, including materials and activities and estimated instructional time
to be devoted to achieving the academic standards are identified.
The relationship between the objectives of a planned course, instructional
unit or interdisciplinary studies and academic standards are identified.
Procedures for measurement of mastery of the objectives of a planned
course, instructional unit or interdisciplinary studies are identified.
D
NI
NE
Provide explanation for processes used to ensure Accomplishment.
Provide explanation for any row checked “Needs Improvement” or “Non Existent”. How does
the Charter School plan to address their incorporation?
Middle Level Education (if applicable)
Curriculum Characteristics
Objectives of planned courses, instructional units or interdisciplinary
studies to be achieved by all students are identified for each subject area.
Content, including materials and activities and estimated instructional time
to be devoted to achieving the academic standards are identified.
The relationship between the objectives of a planned course, instructional
unit or interdisciplinary studies and academic standards are identified.
Procedures for measurement of mastery of the objectives of a planned
course, instructional unit or interdisciplinary studies are identified.
A
D
NI
NE
Provide explanation for processes used to ensure Accomplishment.
Provide explanation for any row checked “Needs Improvement” or “Non Existent”. How does
the Charter School plan to address their incorporation?
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High School Level Education (if applicable)
Curriculum Characteristics
Objectives of planned courses, instructional units or interdisciplinary
studies to be achieved by all students are identified for each subject area.
Content, including materials and activities and estimated instructional time
to be devoted to achieving the academic standards are identified.
The relationship between the objectives of a planned course, instructional
unit or interdisciplinary studies and academic standards are identified.
Procedures for measurement of mastery of the objectives of a planned
course, instructional unit or interdisciplinary studies are identified.
A
D
NI
NE
Provide explanation for processes used to ensure Accomplishment.
Provide explanation for any row checked “Needs Improvement” or “Non Existent”. How does
the Charter School plan to address their incorporation?
Modification and Accommodations
Explain how planned instruction contains modifications and accommodations that allow all
students at all mental and physical ability levels to access and master a rigorous standardsaligned curriculum.
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Instruction
Aligned instruction comprises the following activities:
1. Teaching to objectives that are aligned with the standards.
2. Making sure that lesson design incorporates an appropriate level of challenge.
Instruction that is too challenging leads to frustration and discouragement on the part
of students. Instruction that is not challenging enough results in little or no learning.
3. Focusing teaching based on the learning needs of each student. These needs are
those identified through evaluation of student achievement against the standards.
4. Implementing instructional strategies that 'scaffold' by building on each other to help
students achieve the standards.
Instructional Strategies
Which of the following strategies does the Charter School apply to ensure standards-aligned
instruction and consistency between classrooms; grades; and subjects; and/or programs? (Check
all that apply)
Formal classroom observations focused on instruction
Walkthroughs targeted on instruction
Annual Instructional evaluations
Peer evaluation/coaching
Instructional Coaching
Regular Lesson Plan Review
Charter School Administrators
Department Supervisors
Instructional Coaches
Not Reviewed
Provide brief explanation of Charter School's process for incorporating selected strategies.
Provide brief explanation for strategies not selected and how the Charter School plans to address
their incorporation.
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Responsiveness to Student Needs
Which of the following instructional practices does the Charter School apply to ensure
responsiveness to student needs?
Full
>50%
<50%
Unk
NA
Full Implementation
Implemented in 50% or more of Charter School classrooms
Implemented in less than 50% of Charter School classrooms
Level of Implementation is Unknown
Not Applicable
Elementary Education-Primary Level (if applicable)
Instructional Practices
Full >50%
Structured grouping practices are used to meet student needs.
Flexible instructional time or other schedule-related practices
are used to meet student needs.
Differentiated instruction is used to meet student needs.
A variety of practices that may include structured grouping,
flexible scheduling and differentiated instruction are used to
meet the needs of gifted students.
<50%
Unk
NA
Unk
NA
If necessary, provide further explanation.
(Required explanation if column selected was <50%, Unk or NA)
Elementary Education-Intermediate Level (if applicable)
Instructional Practices
Full >50% <50%
Structured grouping practices are used to meet student needs.
Flexible instructional time or other schedule-related practices
are used to meet student needs.
Differentiated instruction is used to meet student needs.
A variety of practices that may include structured grouping,
flexible scheduling and differentiated instruction are used to
meet the needs of gifted students.
If necessary, provide further explanation.
(Required explanation if column selected was <50%, Unk or NA)
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Middle Level Education (if applicable)
Instructional Practices
Full
Structured grouping practices are used to meet student needs.
Flexible instructional time or other schedule-related practices
are used to meet student needs.
Differentiated instruction is used to meet student needs.
A variety of practices that may include structured grouping,
flexible scheduling and differentiated instruction are used to
meet the needs of gifted students.
>50%
<50%
Unk
NA
<50%
Unk
NA
If necessary, provide further explanation.
(Required explanation if column selected was <50%, Unk or NA)
High School Level Education (if applicable)
Instructional Practices
Full >50%
Structured grouping practices are used to meet student needs.
Flexible instructional time or other schedule-related practices
are used to meet student needs.
Differentiated instruction is used to meet student needs.
A variety of practices that may include structured grouping,
flexible scheduling and differentiated instruction are used to
meet the needs of gifted students.
If necessary, provide further explanation.
(Required explanation if column selected was <50%, Unk or NA)
Recruitment
Describe the process the Charter School implements to recruit and assign the most effective and
highly qualified teachers in order to meet the learning needs of students who are below
proficiency or are at risk of not graduating.
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Assessments
Fair Assessment is a process used by teachers and students before, during and after instruction to
provide feedback and adjust ongoing teaching and learning to improve student achievement and
to provide appropriate challenges for all students at their instructional levels.
Local Graduation Requirements
Identify the number of required courses (not credits) needed in each area to graduate.
Course Completion
Year 1
Year 2
Year 3
Total Courses
English
Mathematics
Social Studies
Science
Physical Education
Health
Music, Art, Family & Consumer
Sciences, Career and Technical
Education
Electives
Minimum % Grade Required for
Credit (Numerical Answer)
Local Assessments
Identify the method(s) used for determining graduation proficiency for the following sets of
standards. (Check all that apply)
WA
TD
NAT
DA
PSW
Other
Works of Art or Musical, Theatrical or Dance performance
Teacher developed assessments
Nationally available achievement tests
Diagnostic Assessments
Evaluations of Portfolios of Student Work
Other Measures as Appropriate that may include standardized tests
Standards
Arts and Humanities
Career Education and Work
Civics and Government
Common Core Standards: English Language Arts
Common Core Standards: Literacy in
History/Social Studies, Science and Technical
Subjects
Common Core Standards: Mathematics
Economics
Environment and Ecology
WA
TD
NAT
DA
PSW
Other
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Family and Consumer Sciences
Geography
Health, Safety and Physical Education
History
Science and Technology and Engineering
Education
Alternate Academic Content Standards for Math
Alternate Academic Content Standards for Reading
World Language
Graduation Requirement Specifics
We affirm that our entity requires demonstration of proficiency or above in each of the following
State academic standards: English Language Arts and Mathematics, Science and Technology and
Environment and Ecology, as determined through any one or a combination of the following:
Completion of secondary level coursework in English Language Arts (Literature), Algebra I
and Biology in which a student demonstrates proficiency on the associated Keystone Exam or
related project-based assessment if § 4.4(d)(4) (relating to general policies) applies.
Locally approved and administered assessments, which shall be independently and
objectively validated once every 6 years. Local assessments may be designed to include a variety
of assessment strategies listed in § 4.52(c) and may include the use of one or more Keystone
Exams. Except for replacement of individual test items that have a similar level of difficulty, a
new validation is required for any material changes to the assessment. Validated local
assessments must meet the following standards:
Completion of an Advanced Placement exam or International Baccalaureate exam that
includes academic content comparable to the appropriate Keystone Exam at a score established
by the Secretary to be comparable to the proficient level on the appropriate Keystone Exam.
Methods and Measures
Identify the methods and measures used to determine student achievement.
(See web application for an extensive list)
Summative Assessments
EEP
EEI
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Benchmark Assessments
EEP
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Formative Assessments
EEP
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ML
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Diagnostic Assessments
EEP
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Validation of Implemented Assessments
Which of the following reviews does the Charter School apply to ensure teachers develop multiple
and varied standards-aligned assessments of student learning? (Check all that apply)
Validation Methods
External Review
Intermediate Unit Review
Charter School Administration Review
Building Supervisor Review
Department Supervisor Review
Professional Learning Community Review
Instructional Coach Review
Teacher Peer Review
EEP
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Provide brief explanation of Charter School's process for reviewing assessments.
Development and Validation of Local Assessments
If applicable, explain the Charter School’s procedures for developing locally administered
assessments and how they are independently and objectively validated every six years.
Collection and Dissemination
Describe the Charter School's system to collect, analyze and disseminate assessment data
efficiently and effectively for use by Charter School leaders and instructional teams.
Data Informed Instruction
Describe how information from the assessments is used to assist students who have not
demonstrated achievement of the academic standards at a proficient level or higher.
Assessment Data Uses
Which of the following strategies does the Charter School apply in using assessment data?
(Check all that apply)
Assessment Data Uses
EEP EEI ML HS
Assessment results are reported out by PA assessment anchor or
standards-aligned learning objective.
Instructional practices are identified that are linked to student
success in mastering specific PA assessment anchors, eligible
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content or standards-aligned learning objectives.
Specific PA assessment anchors, eligible content or standardsaligned learning objectives are identified for those students who
did not demonstrate sufficient mastery so that teachers can
collaboratively create and/or identify instructional strategies
likely to increase mastery.
Instructional practices modified or adapted to increase student
mastery.
Provide brief explanation of Charter School's process for incorporating selected strategies.
Provide brief explanation for strategies not selected and how the Charter School plans to address
their incorporation.
Distribution of Summative Assessment Results
Which of the following does the Charter School use to distribute information about summative
assessments to the public? (Check all that apply)
Distribution of Summative Assessment Results
Course Planning Guides
Directing Public to the PDE & Other Test-related Websites
Individual Meetings
Letters to Parents/Guardians
Local Media Reports
Charter School Website
Meetings with Community/Families/School Board
Charter School-wide Phone Calls/Emails/Letters
Newsletters
Press Releases
School Calendar
Student Handbook
Other, please specify below
EEP EEI
ML
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Provide brief explanation of Charter School's process for incorporating selected strategies.
Provide brief explanation for strategies not selected and how the Charter School plans to address
their incorporation.
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Safe and Supportive Schools
The Safe and Supportive Schools component systematically addresses the coordination of antiviolence efforts between schools and community organizations and the development of programs
to combat school violence. In addition, it provides students with research-based supports that
ensure meaningful access to the general education curriculum.
This section also includes Chapter 12 requirements known as Student Services. These services
are designed by a school entity to support the instructional program and to help students attain
their educational and career goals.
Students may face a number of barriers to learning that include: bullying, child abuse/neglect,
cultural diversity, divorce/ blended families, drug and alcohol use/abuse, English language
learning, family issues, grief and loss, homelessness, immigration status, low socioeconomic
status, mental health issues, military deployment, physical illness, poor nutrition, relocation,
sporadic parental involvement, teen pregnancy/parenting, unemployment of parent/guardian and
being a victim or witness to violence. These challenges to learning need to be addressed in order
to increase graduation rates and student achievement. Student services, also known as learning
supports, address these barriers to promote student achievement.
Programs, Strategies and Actions
Which of the following programs, strategies and actions does the LEA apply to provide students
safe and supportive schools? (Check all that apply)
Programs, Strategies and Actions
Biennially Updated and Executed Memorandum of
Understanding with Local Law Enforcement
School-wide Positive Behavioral Programs
Conflict Resolution or Dispute Management
Peer Helper Programs
Safety and Violence Prevention Curricula
Student Codes of Conduct
Comprehensive Charter School-wide School Safety and
Violence Prevention Plans
Purchase of Security-related Technology
Student, Staff and Visitor Identification Systems
Placement of School Resource Officers
Student Assistance Program Teams and Training
Counseling Services Available for All Students
Internet Web-based System for the Management of Student
Discipline
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Provide brief explanation strategies not selected and how the Charter School plan to address
their incorporation.
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Identifying and Programming for Gifted Students
*This section is not required for Charter Schools
1. Describe your entity’s awareness activities conducted annually to inform the public of
the gifted education services and programs offered (newspaper, student handbooks,
school website, etc.)
2. Describe your entity’s process for locating students who are thought to be gifted and may
be in need of specially designed instruction (screening).
3. Describe your entity’s procedures for determining eligibility (through multiple criteria)
and need (based on academic strength) for potentially mentally gifted students
(evaluation).
4. Describe the gifted programs*being offered that provide opportunities for acceleration,
enrichment or both. *The word "programs" refers to the continuum of services, not one
particular option.
*The requirements for a student's Gifted Individualized Education Plan can be
found in the Pennsylvania Code (22 Pa Code §16.32)*
Developmental Services
Which of the following developmental services are integrated into all levels of the Charter
School's educational program? (Check all that apply)
Developmental Services
Academic Counseling
Attendance Monitoring
Behavior Management Programs
Bullying Prevention
Career Awareness
Career Development/Planning
Coaching/Mentoring
Compliance with Health Requirements – i.e., Immunization
Emergency and Disaster Preparedness
Guidance Curriculum
Health and Wellness Curriculum
Health Screenings
Individual Student Planning
Nutrition
Orientation/Transition
RtII
Wellness/Health Appraisal
Other, please specify below
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EEI
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Provide an explanation of developmental services:
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Diagnostic, Intervention and Referral Services
Which of the following diagnostic, intervention and referral services are integrated into all levels
of the Charter School's educational program? (Check all that apply)
Diagnostic, Intervention and Referral Services
Accommodations and Modifications
Administration of Medication
Assessment of Academic Skills/Aptitude for Learning
Assessment/Progress Monitoring
Casework
Crisis Response/Management/Intervention
Individual Counseling
Intervention for Actual or Potential Health Problems
Placement into Appropriate Programs
Small Group Counseling - Coping with life situations
Small Group Counseling - Educational planning
Small Group Counseling - Personal and Social Development
Special Education Evaluation
Student Assistance Program
Other, please specify below
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Provide an explanation of diagnostic, intervention and referral services:
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Consultation and Coordination Services
Which of the following consultation and coordination services are integrated into all levels of the
Charter School's educational program? (Check all that apply)
Consultation and Coordination Services
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Alternative Education
Case and Care Management
Community Liaison
Community Services Coordination (Internal or External)
Coordinate Plans
Coordination with Families (Learning or Behavioral)
Home/Family Communication
Managing Chronic Health Problems
Managing IEP and 504 Plans
Referral to Community Agencies
Staff Development
Strengthening Relationships Between School Personnel, Parents
and Communities
System Support
Truancy Coordination
Other, please specify below
Provide an explanation of consultation and coordination services:
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Communication of Educational Opportunities
Which means does the Charter School use to communicate educational opportunities (and how to
access them) to parents and students? (Check all that apply)
Communication of Educational Opportunities
Course Planning Guides
Directing Public to the PDE & SPP Websites
Individual Meetings
Letters to Parents/Guardians
Local Media Reports
Charter School Website
Meetings with Community, Families and School Board
Charter School-wide Phone Calls/Emails/Letters
Newsletters
Press Releases
School Calendar
Student Handbook
Other, please specify below
EEP EEI
ML
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Communication of Student Health Needs
Which means does the Charter School use to provide information to parents or guardians about
the health needs of their children? (Check all that apply)
Communication of Student Health Needs
Individual Meetings
Individual Screening Results
Letters to Parents/Guardians
Charter School Website
Meetings with Community, Families and School Board
Newsletters
School Calendar
Student Handbook
Other, please specify below
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Frequency of Communication
How often does the Charter School communicate with parents about how to access educational
opportunities and how to address health needs of students?
Frequency of Communication
Yearly
Quarterly
More than once a month
Monthly
Never
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Collaboration for Interventions
Describe the collaboration between classroom teachers and individuals providing interventions
regarding differing student needs and academic progress.
Community and Parent Engagement (Brick and Mortar Charters Only)
Describe the Board of Trustees’ efforts in promoting opportunities for community and parent
engagement in school activities.
Community Coordination (Brick and Mortar Charters Only)
Describe how the Charter School accomplishes coordination with community operated infant
and toddler centers, as well as preschool early intervention programs. In addition, describe the
community coordination with the following before or after school programs and services for all
grade levels, including pre-kindergarten, if offered, through grade 12.
1.
2.
3.
4.
Child care
After school programs
Youth workforce development programs
Tutoring
Preschool Agency Coordination
Explain how the Charter School coordinates with agencies that serve preschool age children with
disabilities.
1. Address coordination activities designed to identify and serve children with
disabilities and the supports and accommodations available to ensure both physical
and programmatic access. (Brick and Mortar Charters Only)
2. Address pre-kindergarten programs operated directly by the Charter School and those
operated by community agencies under contract from the Charter School. (Brick and
Mortar Charters Only)
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3. Describe how the Charter School provides for a smooth transition from the home
setting and any early childhood care or educational setting the students attend, to the
school setting.
Health and Safety
By answering “Yes” to each question, the Charter School assures that it has complied with health
and safety requirements maintenance of health and immunization records for students, school
meal program and transportation.
Health and Safety
Yes
No
NA
Are all students required to be fully immunized in accordance with the
requirements of the Commonwealth of Pennsylvania and the
requirements of local jurisdictions in order to be admitted to the Charter
School?
Is a certified school nurse on the Charter School staff?
Are physical health records and dental records kept according to
requirements of the State of Pennsylvania?
Does the Charter School comply with all regulations concerning the
dispensation of medicines?
May Charter School students possess any prescription or non-prescription
medication?
Are students/parents required to turn over all prescription and nonprescription medication to a Charter School nurse with descriptions
regarding dissemination provided according to a required Charter School
format, and are the medications provided in the original containers with
accurate content and dosage information on the labels?
Is the Charter School in compliance with all pertinent code and license
requirements related to Fire Prevention and Fire Drill procedures?
Are Fire Drill procedures posted in each classroom and are Fire Drills
held at least once a month?
Does the Charter School participate in the Federal Free and Reduced
Lunch Program?
Are all students eligible to participate in Federal Breakfast and Lunch
programs?
Are all claims and reports associated with Federal Breakfast and Lunch
programs submitted as required?
Describe the responsibilities of the Charter School nurse(s):
Food Service Program (Brick and Mortar Charters Only)
Describe unique features of the Charter School meal program:
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Safety and Security
Describe the essential Charter School policies, procedures, and practices that are implemented to
provide security and safety for Charter School students, staff, and visitors:
Compliance With Health and Safety Requirements and Maintenance of Health and
Immunizations Records for Students:
Upload the Charter School Wellness Policy.
Upload the Charter School Policy regarding Health Reimbursement.
Current School Insurance Coverage Policies and Programs:
Upload the Charter School’s Current Insurance Accord.
Upload the Charter School’s Certificate of Liability.
Upload a document describing the details of the Charter School’s insurance coverage and/or
copies of pertinent insurance policies.
Transportation (Brick and Mortar Charters Only)
Describe the charter school’s transportation program. Include in the discussion whether the
charter school, the school district, or a private company operates the transportation program.
Also, include a description of transportation accommodations for special education students and
suggestions for improvement to the program: Describe the requirements students must meet in
order to be eligible for free transportation.
AND/OR
Upload a document that lists the requirements students must meet in order to be eligible for free
transportation.
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Student Conduct
By answering “Yes” to each question, the Charter School assures that it has complied with 22 Pa.
Code Chapter 12 for expected student behavior, discipline and the respect to due process.
Charter School’s Code of Student Conduct
Yes
No
Are the expectations of students, parents, school staff members, and the Board
of Trustees delineated by the Code of Student Conduct?
Are the rules of conduct explained in student friendly-language?
Are the consequences of violations of rules of conduct explained in studentfriendly language?
Does the Code of Student Conduct apply on school grounds during the school
day as well as immediately before and after school hours?
Does the Code of Student Conduct apply on school grounds at any other time
when a school group is using the school?
Does the Code of Student Conduct apply off school grounds and the
immediate perimeter of the school building, including any school activity,
function, or event?
Does the Code of Student Conduct apply during travel to and from school,
including actions on any school bus, van, or any other public conveyance?
Does the Code of Student Conduct apply off school grounds where the
misconduct may reasonably be expected to undermine the proper disciplinary
authority of the school, the safety of students or staff, or cause disruption
within the school?
Does the Code of Student Conduct require that students who are found in
possession of illegal drugs, firearms, or other dangerous weapons, or those
who commit acts of misconduct, which disrupt the school’s educational
process, be suspended immediately and face possible expulsion?
Does the Code of Student Conduct specify that If a student becomes aware
that a fellow student is in possession of illegal substances, firearms, weapons
or any items that could endanger his/her safety or the safety of others, that
student has a duty to inform an adult such as a parent, teacher, counselor,
director or staff member?
Do all disciplinary actions for misconduct include a conference between the
teacher and/or administrator, student, and parents followed by written
notification to the parent or guardian?
Upload the Charter School’s Code of Student Conduct.
If necessary, provide further explanation.
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Materials and Resources
Materials and Resources are a collection of curricular assets to assist educators in delivering
standards-aligned instruction. This includes model curricula, incorporating learning
progressions, units, lesson plans and content resources aligned to the Pennsylvania standards.
Description of Materials and Resources
Identify the extent to which each of the following characteristics describes the Charter School’s
materials and resources.
A=Accomplished, D=Developing, NI=Needs Improvement, NE=Non Existent
Material and Resources Characteristics
EEPL (if applicable)
A D NI NE
EEI (if applicable)
A
D
NI NE
Aligned and supportive of academic
standards, progresses level to level and
demonstrates relationships among
fundamental concepts and skills.
A robust supply of high quality aligned
instructional materials and resources
available.
Accessibility for students and teachers is
effective and efficient.
Differentiated and equitably allocated to
accommodate diverse levels of student
motivation, performance and educational
needs.
Provide explanation for processes used to ensure Accomplishment.
Provide explanation for any row checked “Needs Improvement” or “Non Existent”. How does
the Charter School plan to address their incorporation?
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Material and Resources Characteristics
MS (if applicable)
A D NI NE
A
HS (if applicable)
D
NI NE
Aligned and supportive of academic
standards, progresses level to level and
demonstrates relationships among
fundamental concepts and skills.
A robust supply of high quality aligned
instructional materials and resources
available.
Accessibility for students and teachers is
effective and efficient.
Differentiated and equitably allocated to
accommodate diverse levels of student
motivation, performance and educational
needs.
Provide explanation for processes used to ensure Accomplishment.
Provide explanation for any row checked “Needs Improvement” or “Non Existent”. How does
the Charter School plan to address their incorporation?
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SAS Incorporation
To what degree is, the SAS Materials and Resources Section incorporated into your student
achievement planning process?
Elementary Education-Primary Level (if applicable)
Standards
Full >50% <50%
Unk
NA
Arts and Humanities
Career Education and Work
Civics and Government
Common Core Standards: English Language Arts
Common Core Standards: Literacy in History/Social
Studies, Science and Technical Subjects
Common Core Standards: Mathematics
Economics
Environment and Ecology
Family and Consumer Sciences
Geography
Health, Safety and Physical Education
History
Science and Technology and Engineering Education
Alternate Academic Content Standards for Math
Alternate Academic Content Standards for Reading
American School Counselor Association for Students
Early Childhood Education:
Infant-ToddlerSecond Grade
English Language Proficiency
Interpersonal Skills
School Climate
If necessary, provide further explanation.
(Required explanation if column selected was <50%, Unk or NA)
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Elementary Education-Intermediate Level (if applicable)
Standards
Full >50% <50% Unk
Arts and Humanities
Career Education and Work
Civics and Government
Common Core Standards: English Language Arts
Common Core Standards: Literacy in History/Social
Studies, Science and Technical Subjects
Common Core Standards: Mathematics
Economics
Environment and Ecology
Family and Consumer Sciences
Geography
Health, Safety and Physical Education
History
Science and Technology and Engineering Education
Alternate Academic Content Standards for Math
Alternate Academic Content Standards for Reading
American School Counselor Association for Students
English Language Proficiency
Interpersonal Skills
School Climate
NA
If necessary, provide further explanation.
(Required explanation if column selected was <50%, Unk or NA)
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Middle Level Education (if applicable)
Arts and Humanities
Full >50%
Career Education and Work
Civics and Government
Common Core Standards: English Language Arts
Common Core Standards: Literacy in History/Social
Studies, Science and Technical Subjects
Common Core Standards: Mathematics
Economics
Environment and Ecology
Family and Consumer Sciences
Geography
Health, Safety and Physical Education
History
Science and Technology and Engineering Education
Alternate Academic Content Standards for Math
Alternate Academic Content Standards for Reading
American School Counselor Association for Students
English Language Proficiency
Interpersonal Skills
School Climate
World Language
<50%
Unk
NA
If necessary, provide further explanation.
(Required explanation if column selected was <50%, Unk or NA)
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High School Level Education (if applicable)
Standards
Full >50% <50%
Unk
NA
Arts and Humanities
Career Education and Work
Civics and Government
Common Core Standards: English Language Arts
Common Core Standards: Literacy in History/Social
Studies, Science and Technical Subjects
Common Core Standards: Mathematics
Economics
Environment and Ecology
Family and Consumer Sciences
Geography
Health, Safety and Physical Education
History
Science and Technology and Engineering Education
Alternate Academic Content Standards for Math
Alternate Academic Content Standards for Reading
American School Counselor Association for Students
English Language Proficiency
Interpersonal Skills
School Climate
World Language
If necessary, provide further explanation.
(Required explanation if column selected was <50%, Unk or NA)
Fiscal Solvency Policies
Describe policies and procedures that have been established to ensure and monitor fiscal
solvency.
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Accounting System
Explain what accounting system the charter school uses.
Please note that the charter school is required to have a system that integrates with the
Pennsylvania State Chart of Accounts for Pennsylvania Public Schools and the Annual Financial
Report utilizing Generally Accepted Accounting Principles (GAAP) for budgeting, accounting
and reporting.
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Professional Education
Charter School-provided professional education meets the education needs of that school entity
and its professional employees, so that they may meet the specific needs of students.
Professional education for all levels of a Charter School should be based on sound research and
promising practices that promotes the building educators’ skills over the long term. Exemplary
professional education for staff:
 Enhances the educator’s content knowledge in the area of the educator’s certification
or assignment.
 Increases the educator’s teaching skills based on research on effective practice, with
attention given to interventions for struggling students.
 Provides educators with a variety of classroom-based assessment skills and the skills
needed to analyze and use data in instructional decision-making.
 Empowers educators to work effectively with parents and community partners.
Characteristics
Which of the following describes the Charter School’s professional education program?
(Check all that apply)
Charter School’s Professional Education Characteristics
For classroom teachers, school counselors and education specialists:
Enhances the educator’s content knowledge in the area of the
educator’s certification or assignment.
Increases the educator’s teaching skills based on effective practice
research, with attention given to interventions for struggling students.
Increases the educator’s teaching skills based on effective practice
research, with attention given to interventions for gifted students.
Provides educators with a variety of classroom-based assessment
skills and the skills needed to analyze and use data in instructional
decision-making.
Empowers educators to work effectively with parents and community
partners.
For administrators and other educators seeking leadership roles:
Provides the knowledge and skills to think and plan strategically,
ensuring that assessments, curriculum, instruction, staff professional
education, teaching materials and interventions for struggling
students are aligned to each other, as well as to Pennsylvania’s
academic standards.
Provides the knowledge and skills to think and plan strategically,
ensuring that assessments, curriculum, instruction, staff professional
education, teaching materials and interventions for gifted students are
aligned to each other, as well as to Pennsylvania’s academic
standards.
Provides leaders with the ability to access and use appropriate data to
inform decision-making.
Empowers leaders to create a culture of teaching and learning, with
an emphasis on learning.
Instructs the leader in managing resources for effective results.
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Provide brief explanation of Charter School's process for ensuring these selected characteristics.
Provide brief explanation for strategies not selected and how the Charter School plans to address
their incorporation.
Strategies Ensuring Fidelity
Which of the following strategies does the Charter School apply to ensure that professional
development is focused and wide-ranging and is implemented with fidelity? (Check all that
apply)
Professional development activities are based upon detailed needs assessments that
utilize student assessment results to target instructional areas that need strengthening.
Using disaggregated student data to determine educators’ learning priorities.
Professional development activities are based upon detailed needs assessments that
utilize student assessment results to target curricular areas that need further alignment.
Professional development activities are developed that support implementation of
strategies identified in your action plan.
Clear expectations in terms of teacher practice are identified for staff implementation.
An implementation evaluation is created, based upon specific expectations related to
changes in teacher practice, which is used to validate the overall effectiveness of the
professional development initiative.
Charter School level has a systemic process that is used to validate whether or not
providers have the capacity to present quality professional development.
Building administrators participate fully in all professional development sessions
targeted for their faculties.
Every professional development initiative includes components that provide ongoing
support to teachers regarding implementation.
Charter School has an ongoing monitoring system in place (i.e. walkthroughs, classroom
observations).
Professional education is evaluated to show its impact on teaching practices and student
learning.
Provide brief explanation of Charter School's process for ensuring these selected characteristics.
Provide brief explanation for strategies not selected and how the Charter School plans to address
their incorporation.
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Induction Program
Which of the following goals, objectives and competencies does the Charter School's Induction
program contain? (Check all that apply)
Inductees will know, understand and implement instructional practices validated by the
Charter School as known to improve student achievement.
Inductees will assign challenging work to diverse student populations.
Inductees will know the basic details and expectations related to Charter School-wide
initiatives, practices, policies and procedures.
Inductees will know the basic details and expectations related to school initiatives,
practices and procedures.
Inductees will be able to access state curriculum frameworks and focus lesson design on
leading students to mastery of all state academic standards, assessment anchors and
eligible content (where appropriate) identified in Charter School curricula.
Inductees will effectively navigate the Standards Aligned System website.
Inductees will know and apply Charter School endorsed classroom management
strategies.
Inductees will know and utilize school resources that are available to assist students in
crisis.
Inductees will take advantage of opportunities to engage personally with other members
of the faculty in order to develop a sense of collegiality and camaraderie.
Other, please specify below
Provide brief explanation of Charter School's process for ensuring these selected characteristics.
Provide brief explanation for strategies not selected and how the Charter School plans to address
their incorporation.
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Needs of Inductees
Which of the following tools does the Charter School use to assess the needs of the inductees?
(Check all that apply)
Frequent observations of inductee instructional practice by a coach or mentor to identify
needs.
Frequent observations of inductee instructional practice by building supervisor to
identify needs.
Regular meetings with mentors or coaches to reflect upon instructional practice to
identify needs.
Student PSSA data
Standardized student assessment data other than the PSSA.
Classroom assessment data (formative & summative)
Inductee survey (local, Charter School, intermediate units and national level)
Review of inductee lesson plans.
Review of written reports summarizing instructional activity.
Submission of inductee portfolio.
Knowledge of successful research-based instructional models.
Information collected from previous induction programs (e.g., program evaluations and
second-year teacher interviews).
Other, please specify below
Provide brief explanation of Charter School's process for ensuring these selected characteristics.
Provide brief explanation for strategies not selected and how the Charter School plans to address
their incorporation.
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Mentor Characteristics
Which of the following characteristics does the Charter School use to selects mentors?
(Check all that apply)
Pool of possible mentors is comprised of teachers with outstanding work performance.
Potential mentors have similar certifications and assignments.
Potential mentors must model continuous learning and reflection.
Potential mentors must have knowledge of Charter School policies, procedures and
resources.
Potential mentors must have demonstrated ability to work effectively with students and
other adults.
Potential mentors must be willing to accept additional responsibility.
Mentors must complete mentor training or have previous related experience (e.g.,
purpose of induction program and role of mentor, communication and listening skills,
coaching and conferencing skills, problem-solving skills and knowledge of adult
learning and development).
Mentors and inductees must have compatible schedules so that they can meet regularly.
Other, please specify below
Provide brief explanation of Charter School's process for ensuring these selected characteristics.
Provide brief explanation for strategies not selected and how the Charter School plans to address
their incorporation.
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Induction Program Timeline
Identify the timeline of induction topics to be addressed. (Check all that apply)
Topics
AugSep
OctNov
Dec-Jan
Feb-Mar
Apr-May
Jun-Jul
Code of Professional Practice
and Conduct for Educators
Assessments
Best Instructional Practices
Safe and Supportive Schools
Standards
Curriculum
Instruction
Accommodations and
Adaptations for Diverse
Learners
Data Informed Decisionmaking
Materials and Resources for
Instruction
If necessary, provide further explanation.
Monitoring and Evaluating Induction Program
Identify the procedures for monitoring and evaluating the Induction program.
Recording Process
Identify the recording process for inductee participation and program completion.
(Check all that apply)
Mentor documents his/her inductee's involvement in the program.
Building administrator receives, evaluates and archives all school mentor records.
Schools maintain accurate records of program completion and provide a certificate or
statement of completion to each inductee who has completed the program.
Charter School administrator receives tallies and archives all Charter School mentor
records.
Completion is verified by the CEO on the Application for Level 2 Certification.
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Comprehensive Planning Assurances
All Charter Schools developing a Charter School Level Plan must assure to the Pennsylvania
Department of Education the existence and implementation of the following procedures or
policies in compliance with the appropriate regulation.
For Brick and Mortar Charter Schools
The physical charter school agrees to comply with all requirements in Article 17.
These include:
The school is accountable to the parents of its students, the public and the
Commonwealth and that strategies have been developed and implemented that generate
meaningful parent and community involvement. [§17-1715-A (2)]
The school does not unlawfully discriminate in admissions, hiring or operation. [§171715-A (3)]
The school is nonsectarian in all operations. [§17-1715-A (4)]
The school does not provide any religious instruction, nor are religious objects or
symbols displayed on the premises. [§17-1715-A (5)]
The school does not advocate unlawful behavior. [§17-1715-A (6)]
The school participates in the Pennsylvania State Assessment System in the manner in
which the school district in which the school is located is scheduled to participate. [§171715-A (8)]
The school will provide a minimum of 180 days of instruction or 900 hours per year of
instruction at the elementary level, or 990 hours per year of instruction at the secondary
level. [§17-1715-A (9)]
The school’s Board of Trustees and contractors of the school meet the requirements of
the “Public Works Contractors’ Bond Law of 1967,” all regulations related to the letting
of contracts for the erection, construction and alteration of public buildings, the
“Pennsylvania Prevailing Wage Act,” and the “Steel Products Procurement Act.” [§171715-A (10)]
The school’s administrators (CEO and all other employees who exercise management or
operational oversight responsibilities) do not receive compensation from another charter
school or from a company that provides management or other services to another charter
school. [§17-1715-A (12)]
The school’s Trustees do not serve on a local board of school directors of a school entity
located in the member’s district. [§17-1716-A (b)]
The school will select students on a random basis from a pool of qualified applicants
when the number of attendance slots available is less than the number of applicants.
[§17-1723-A (a)]
The school gives first preference to students who reside in the district or districts and
will consider giving preference to a child of a parent who has actively participated in the
development of the school and to siblings of students presently enrolled. [§17-1723-A
(a)]
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The school will only establish reasonable criteria to evaluate prospective students if the
criteria are outlined in the school’s charter. [§17-1723-A (b)]
The school does not discriminate in its admission policies or practices on the basis of
athletic ability, measures of achievement or aptitude, status as a person with a disability,
proficiency in the English language, or any other basis that would be illegal if used by a
school district. [§17-1723-A (b)]
The school does not discriminate in its admission policies or practices on the basis of
intellectual ability but does reserve the right to limit admission to a particular grade level
or to targeted population groups composed of at-risk students or students with a special
interest in academic areas such as mathematics, science or the Arts. [§17-1723-A (b)]
75% of the professional staff members hold appropriate State certifications. [§17-1724A (a)]
All professional staff members who do not hold appropriate State certification have
provided evidence that they have demonstrated satisfactorily a combination of
experience, achievement, and qualifications as defined in the charter school application
in basic skills, general knowledge, professional knowledge and practice, and subject
matter knowledge in the subject area in which an individual will teach. [§17-1724-A
(b)]
There are no tuition charges for any resident or nonresident student. [§17-1725-A (a)]
All donations, gifts or contributions are given freely and voluntarily; i.e. the trustees and
any other person affiliated in any way to the school will not demand or request, directly
or indirectly, any gift, donation or contribution of any kind from any parent, teacher,
employee or any other person affiliated with the school as a condition for employment
or enrollment and/or continued attendance. [§17-1725-A (e)]
Free transportation is provided to students according to the parameters of §17-1726-A
(Transportation) of the Charter School Law. [§17-1726-A (a)]
The school adheres to the requirements of all 123 sections, chapters and acts listed in
§17-1732-A (Provisions applicable to charter schools) of the Charter School Law. [§1717232-A (a)]
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For Cyber Charter Schools
The cyber charter school agrees to comply with all requirements in Article 17. These include:
The school is accountable to the parents of its students, the public and the
Commonwealth and that strategies have been developed and implemented that generate
meaningful parent and community involvement. [§17-1715-A (2)]
The school does not unlawfully discriminate in admissions, hiring or operation. [§171715-A (3)]
The school is nonsectarian in all operations. [§17-1715-A (4)]
The school does not provide any religious instruction, nor are religious objects or
symbols displayed on the premises. [§17-1715-A (5)]
The school does not advocate unlawful behavior. [§17-1715-A (6)]
The school participates in the Pennsylvania State Assessment System in the manner in
which the school district in which the school is located is scheduled to participate. [§171715-A (8)]
The school will provide a minimum of 180 days of instruction or 900 hours per year of
instruction at the elementary level, or 990 hours per year of instruction at the secondary
level. [§17-1715-A (9)]
The school’s Board of Trustees and contractors of the school meet the requirements of
the “Public Works Contractors’ Bond Law of 1967,” all regulations related to the letting
of contracts for the erection, construction and alteration of public buildings, the
“Pennsylvania Prevailing Wage Act,” and the “Steel Products Procurement Act.” [§171715-A (10)]
The school’s administrators (CEO and all other employees who exercise management or
operational oversight responsibilities) do not receive compensation from another charter
school or from a company that provides management or other services to another charter
school. [§17-1715-A (12)]
The school’s Trustees do not serve on a local board of school directors of a school entity
located in the member’s district. [§17-1716-A (b)]
The school will select students on a random basis from a pool of qualified applicants
when the number of attendance slots available is less than the number of applicants.
[§17-1723-A (a)]
The school gives first preference to students who reside in the district or districts and
will consider giving preference to a child of a parent who has actively participated in the
development of the school and to siblings of students presently enrolled. [§17-1723-A
(a)]
The school will only establish reasonable criteria to evaluate prospective students if the
criteria are outlined in the school’s charter. [§17-1723-A (b)]
The school does not discriminate in its admission policies or practices on the basis of
athletic ability, measures of achievement or aptitude, status as a person with a disability,
proficiency in the English language, or any other basis that would be illegal if used by a
school district. [§17-1723-A (b)]
The school does not discriminate in its admission policies or practices on the basis of
intellectual ability but does reserve the right to limit admission to a particular grade level
or to targeted population groups composed of at-risk students or students with a special
interest in academic areas such as mathematics, science or the Arts. [§17-1723-A (b)]
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75% of the professional staff members hold appropriate State certifications. [§17-1724A (a)]
All professional staff members who do not hold appropriate State certification have
provided evidence that they have demonstrated satisfactorily a combination of
experience, achievement, and qualifications as defined in the charter school application
in basic skills, general knowledge, professional knowledge and practice, and subject
matter knowledge in the subject area in which an individual will teach. [§17-1724-A
(b)]
There are no tuition charges for any resident or nonresident student. [§17-1725-A (a)]
All donations, gifts or contributions are given freely and voluntarily; i.e. the trustees and
any other person affiliated in any way to the school will not demand or request, directly
or indirectly, any gift, donation or contribution of any kind from any parent, teacher,
employee or any other person affiliated with the school as a condition for employment
or enrollment and/or continued attendance. [§17-1725-A (e)]
Discounts or payments waived are not extended to any school district for any student.
[§17-1743-A (a)]
Funds are not provided to a school entity except as compensation for the provision of
specific services. [§17-1743-A (a)]
The following will be made available upon request to each student’s school district of
residence: copy of the charter, copy of the cyber charter application, copy of all annual
reports prepared by the cyber charter school, and a list of students enrolled in the cyber
charter school from that school district. [§17-1743-A (c)]
The following will be made available to a parent or guardian upon request and prior the
student’s first day in the school: brief description of each of the student’s courses of
instruction, description of the lessons and activities offered on and offline, the manner in
which attendance will be reported and work authenticated, and a list of all standardized
tests the student will be required to take and the place where the tests will be
administered. [§17-1743-A (d)]
The following will be made available to a parent or guardian upon request and prior the
student’s first day in the school: the school’s address and contact information for the
CEO and other school personnel including the student’s teachers, meetings to be held
between parents and professional staff members, the manner in which parents will be
notified of meetings, and a list of any extracurricular activities provided by the school.
[§17-1743-A (d)]
The following will be made available to a parent or guardian upon request and prior the
student’s first day in the school: a list of all student services to be provided and copies of
policies related to computer security and privacy, truancy, absences, discipline, and
withdrawal or expulsion of students. [§17-1743-A (d)]
The following will be made available to a parent or guardian upon request and prior the
student’s first day in the school: the school calendar, including but not limited to the
time frame that will constitute a school year and a school week, holidays, and term
breaks. [§17-1743-A (d)]
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Each student will be provided with all instructional materials, all equipment including a
computer, monitor, and printer, and will be provided with or reimbursed for all
technology and services necessary for the on-line delivery of the curriculum and
instruction. [§17-1743-A (e)]
Ongoing access to all records and facilities will be provided to PDE that the Department
deems necessary. [§17-1743-A (g)]
The school adheres to the requirements of all 123 sections, chapters and acts listed in
§17-1749-A (Provisions applicable to charter schools) of the Charter School Law. [§171749-A (a)]
By checking this box, the LEA agrees to comply and institute local policies and
procedures with all requirements of Article 17.
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Safe and Supportive Schools Assurances
The LEA agrees to comply and institute local policies and procedures with all requirements of
Safe and Supportive Schools outlined in Chapter 12, these include:
Implementation of a comprehensive and integrated K-12 program of student services
based on the needs of students (§12)
Free Education and Attendance (§12.1)
School Rules (§12.3)
Collection, Maintenance and Dissemination of Student Records (§ 12.31 (a) and §
12.32)
Discrimination (§ 12.4)
Corporal Punishment (§ 12.5)
Exclusion from School, Classes, Hearings (§ 12.6, § 12.7, § 12.8)
Freedom of Expression (§ 12.9)
Flag Salute and Pledge of Allegiance (§ 12.10)
Hair and Dress (§ 12.11)
Confidential Communications (§ 12.12)
Searches (§ 12.14)
Emergency Care and Administration of Medication and Treatment (35 P.S. § 780-101—
780-144)
Parents or guardians are informed regarding individual survey student assessments and
provided a process for refusal to participate (§ 445 of the General Education Provisions
Act (20 U.S.C.A. § 1232h) and § 12.41(d))
Persons delivering student services shall be specifically licensed or certified as required
by statute or regulation (§ 12.41(e))
Development and Implementation of Charter School Wellness Program (Public Law
108-265, Section 204)
Student Assistance Programs have been established and implemented at all of levels of
the school system
An Acceptable Use Policy for Technology Resources has been established and
implemented
Career information and assessments are provided to students and parents or guardians so
that they might become aware of the world of work and career options available.
By checking this box, the LEA agrees to comply and institute local policies and
procedures with all requirements of Safe and Supportive Schools outlined in
Chapter 12 and other state and federal mandates.
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All Title I Schools required to create School Level Plans must assure to the Pennsylvania
Department of Education the school’s compliance with the following expectations by developing
and implementing an improvement plan or otherwise taking actions that meet the expectations
described by the Assurances listed below.
If a school is implementing a Title 1 Schoolwide program, indicate this intent and upload the
completed Title 1 Schoolwide Program Planning Addendum.
By checking the following box, the school assures all of the following statements.

Title I Assurance 1: This School Improvement Plan contains Action Plans that address each
reason why this school failed to make Annual Measurable Objectives (AMOs) and/or is
identified in the lowest 10% of Title I schools.
Title I Assurance 2: The resources needed for full implementation of the action plans herein
documented have been identified and the necessary approvals obtained to allow the
procurement and allocation of these resources.
Title I Assurance 3: Documentation of the resources needed for full implementation of the
action plans herein documented; including specific, related budgetary information, is available
for review upon request by the LEA or SEA.
Title I Assurance 4: If designated as a Priority or Focus School the district has determined
whole-school meaningful interventions directly associated with the unmet AMO(s).
Title I Assurance 5: The school improvement plan covers a two-year period.
Title I Assurance 6: The school has adopted and/or continued policies and practices
concerning the school's core academic subjects that have the greatest likelihood of improving
student achievement.
Title I Assurance 7: High performing LEAs with varied demographic conditions have shown
they share common characteristics. The following nine characteristics are embedded in the
plan:
·
Clear and Shared Focus
·
High Standards and Expectations
·
Effective Leadership
·
High Levels of Collaboration and Communication
·
Curriculum, Instruction and Assessment Aligned with Standards
·
Frequent Monitoring of Teaching and Learning
·
Focused Professional Development
·
Supportive Learning Environment
·
High Levels of Community and Parent Involvement
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Title I Assurance 8: Focus Schools must implement locally developed interventions
associated with a minimum of one of the Seven turnaround principles, while Priority Schools
must incorporate all seven turnaround principles as listed below:
Principle 1: Providing strong leadership by: (1) reviewing the performance of the current
principal; (2) either replacing the principal if such a change is necessary to ensure strong and
effective leadership, or demonstrating to the State Education Agency that the current principal
has a track record in improving achievement and has the ability to lead the turnaround effort;
and (3) providing the principal with operational flexibility in the areas of scheduling, staff,
curriculum and budget.
Principle 2: Ensuring that teachers are effective and able to improve instruction by: (1)
reviewing the quality of all staff and retaining only those who are determined to be effective
and have the ability to be successful in the turnaround effort; and (2) preventing ineffective
teachers from transferring to these schools.
Principle 3: Redesign the school day, week, or year to include additional time for student
learning and teacher collaboration.
Principle 4: Strengthen the school’s instructional program based on student needs and
ensuring that the instructional program is research-based, rigorous, and aligned with state
academic content standards.
Principle 5: Use data to inform instruction and for continuous improvement, including
providing time for collaboration on the use of data.
Principle 6: Establish a school environment that improves school safety and discipline and
addresses other non-academic factors that impact student achievement, such as students’
social, emotional and health needs.
Principle 7: Provide ongoing mechanisms for family and community engagement.
Title I Assurance 9: The school improvement plan delineates responsibilities fulfilled by the
school, the LEA and the SEA serving the school under the plan.
Title I Assurance 10: Establish specific annual, measurable targets for continuous and
substantial progress by each relevant subgroup, which will ensure all such groups of students,
update to align with the new AMOs to close the achievement gap.
Title I Assurance 11: A mentoring/induction program used with teachers new to the school
exists; the essential elements of the mentoring/induction program are documented and the
documentation is available for review upon request by LEA or SEA authorities.
Title I Assurance 12: All parents with enrolled students will receive an annual notification
letter which includes the reasons for its identification as Priority or Focus and the school’s
plan to improve student achievement.
Title I Assurance 13: Identify the ways in which the school is communicating with parents
regarding school improvement efforts will occur via the following strategies.
School web site
School Newsletter
PTA website
District web page
WikiSpaces, Yahoo, Facebook, etc.
Board meeting presentations
Town hall meetings
District’s annual report
District report card
Press releases to local media
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Yearly letter to parents
Periodic mailings/letters, postcards, etc.
Short Message Systems (phone blasts)
Short Message Systems (email blasts)
Invitations to planning (etc.) meetings
Family Night/ Open House / Back to School Night/ Meet-the-Teachers Night, etc.
Special all-school evening event to present School Level Plan
Monthly PTO meetings
Regular Title 1 meetings
Parent advisory committee meetings
Parent-Teacher Conferences
Home-school visits
School Improvement Brochure
Student Handbook
Schoolwide Program
All Charter Schools developing a Charter School Level Plan must assure to the Pennsylvania
Department of Education the existence and implementation of the following procedures or
policies in compliance with the appropriate regulation.
SCHOOLWIDE PROGRAM ASSURANCE
Do you intend to run a Title I Schoolwide program for the first time next school year?
Yes, the school intends to run a Title I Schoolwide program for the first time next school
year
A completed Title I Schoolwide program planning addendum is required if the school is running
a Title I Schoolwide program for the first time.
Upload the Title I Schoolwide program planning addendum
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Needs Assessment
Analyze Data
Data can tell a Charter School’s story. Collecting and using information about the Charter School
and the community moves the message from feelings to facts. What are the Charter School’s
strengths? Which programs and services have the greatest potential for growth based on current
data? Gathering the right data from a variety of sources can:




Create a baseline on student skills and stakeholders’ attitudes and beliefs
Provide an accurate picture of current Charter School processes and programs
Guide actions taken to change outcomes
Allow Charter School staff to measure progress over time
Data can be collected in four different domains: Demographics, Perceptions, Contextual Data
and Achievement. Data will need to be disaggregated at a granular level to help Charter School
Level Planning Teams make prudent decisions. At a minimum, data will need to be
disaggregated by:






Ethnicity
Mobility
Gender
Limited English Proficiency
Social Economic Status
Special Education
The needs assessment is a comprehensive evaluation of the strengths and weaknesses of the
Charter School with the expressed goal of determining how the Charter School can best build on
its strengths and improves on challenged areas in order to enhance student learning in the Charter
School.
A good needs assessment:






Is based on clearly presented, valid and reliable data
Includes a variety of sources of information (e.g. teachers, parents, students,
administrators, counselors, community members)
Includes a balance of different types of data measuring the pulse of current Charter
School status compared with similar data over periods of time(e.g., student achievement
scores, perceptions of stakeholders, behavioral and attitudinal patterns, Charter School
programs and processes including resource allocations, demographic patterns all in
current and longitudinal representation)
Accurately interprets the data to identify both strengths and challenges
Detects needs from identified strengths and challenges
Sets priorities for needs in a manner that addresses student learning
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A. Optional Data Walkthroughs
The purpose of this section is to assist Charter Schools in analyzing their data for the purposes of
Charter School Level planning. This section contains “off-ramps” which include worksheets that
walk a Charter School step-by-step through the data analysis process.
While the process is designed to be sequential, Charter Schools may opt to skip data sets that
have already been analyzed or are not relevant to them. If multiple data sets provide similar
information, the data set with the most detailed and most recent data is used for analysis. It
should be noted that if a step in the process is omitted, informative data may be missed.
Each data set follows a specific pattern for analysis. Each section includes introductory
statements about a particular data set. Directions on how to access this data are included.
Following the introductory statements, are a series of yes/no guiding questions and a location for
supporting evidence with each question. Each document provides an opportunity for reflective
statements about the section.
At the conclusion of each data set review, Charter Schools identify strengths and weaknesses and
write 2-3 reflective statements about the data.
School Performance Profile The School Performance Profile provides the public with a
Comprehensive overview of student academic performance in every
Pennsylvania public school building, including traditional public
Schools, charter schools, cyber charter schools and career and
Technology centers.
eMetric
eMetric provides valuable information about your district’s
performance on the Pennsylvania System of School Assessment
(PSSA), including the alternate and modified assessments.
High School Feedback
The MILE Guide
Other Advanced Data
Sources
NCLB Report Card
PVAAS
The intent of these reports is to provide actionable data to high
school educators and school administrators to inform and improve
their instructional practice, curriculum, etc.
Developed by Partnership for 21st Century Skills, it is designed to
help Charter Schools determine where they are on the spectrum of
ensuring 21st century readiness for every student. It helps schools
and Charter Schools measure where they are in terms of student
knowledge and skills; education support systems; leading and
teaching; policy-making; partnering and continuous
improvement/strategic planning.
This optional section is designed for LEAs interested in deeper
analysis of student learning data or analysis of school processes,
perceptions or demographics. LEAs may explore other detailed
reports from eMetric and/or PVAAS, or they may upload locally
relevant data sets for analysis.
Show the achievement of students overall and the progress that
disaggregated groups are making in closing achievement gaps.
Four (4) PVAAS (PA Value-Added Assessment System) reports
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Special Education
Technology Infrastructure
offer valuable information about the effectiveness of your
district/schools in addressing the academic needs of students.
Several data sets relate specifically to an LEA’s work with special
education students. The section provides a step-by-step process for
working through the following data sets.
The PATI data show your network connectivity, as well as the types
and quantities of equipment in your schools. Please note that the
connectivity standards referenced below represent statewide
medians.
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Identification of Charter School Accomplishments and Concerns:
 Review all data identified as being relevant to the Charter School’s systems (e.g.
prepopulated Reading and Math data and locally-generated, system-relevant data).
 Identify data-substantiated results that represent student achievement and/or
performance accomplishments and identify those results that represent concerns about
student achievement and/or performance.
 Identify the accomplishments and concerns that the Planning Team deems to be the
most significant (up to ten each; at least one accomplishment and one concern should
be listed), list them in order of significance in the appropriate table below.
 It is important that the data used to identify and prioritize the following
accomplishments and concerns be readily available should Charter School or SEA
administrators, Trustees, school staff members, parents, or other stakeholders desire to
see the supporting data.
Table of Significant Charter School Accomplishments
1
2
3
4
5
6
7
8
9
10
Table of Significant Charter School Concerns
1
2
3
4
5
6
7
8
9
10
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Analyze Systems
Analyze Systems Overview
Less than full implementation of a system associated with effective charter schools may
represent a Systemic Challenge. Systemic Challenges provide opportunities for charter schools
to confront systemic deficiencies, which may be a cause of insufficient student achievement or
performance that fails to meet the expectations of the charter school, the community, and/or the
Pennsylvania and/or Federal Departments of Education.
The System Analysis process is intended to prompt and structure data-supported, analytical
discussions about systems within charter schools . It is the hope that these discussions will lead
to the identification of Systemic Challenges deemed significant enough to warrant the design and
implementation of action plans that are focused on confronting and overcoming the identified
challenges.
Identifying and repairing a malfunctioning component of a system, based upon the assumption
that doing so will improve the system, is not likely to bring the same level of improvement that
can result from an action plan developed from a whole system perspective.
The highly complex organization that is a charter school is improved by focusing on the entire
system, which consists of component systems interacting and influencing each other. Changes to
a component system will affect directly or indirectly the functioning of all other component
systems. Planning committees are encouraged to consider how potential interventions for a
component system influence the capacity to impact positively student achievement or
performance.
Instructions for the Systems Analysis—Guiding Questions:



Using whatever normative group process the committee planning team deems
appropriate, the system analysis guiding questions and related characteristics should be
reviewed with the intent of answering each of the guiding questions either “YES” or
“NO.” The guiding questions are aligned with systems that have been deemed to have
significant impact, directly or indirectly on student achievement and performance.
The following can be used as a survey to identify whether or not system characteristics
are present. For each system, if ALL of the characteristics described below a guiding
question are present, the answer to the guiding question will be “YES.” If one or more
characteristics are not present, the answer to the guiding question will be “NO.” If a
question contains a “NO” response, the statement listed to the right will be the resulting
Systemic Challenge associated with the guiding question.
After recording your answers, review all of the Guiding Questions with “NO” responses.
A “NO” response points to a Systemic Challenge. The next step is prioritizing your
Systemic Challenges.
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Charter School Systems
Charter School Guiding Questions with System Characteristics
The descriptions of systems associated with Charter School Guiding Questions, as well as
descriptions of system characteristics, have evolved over several years and represent the current
thinking of PDE and intermediate unit educators regarding systems associated with effective
schools. The descriptions of systems contained herein will continue to be challenged and refined
moving forward. Future users of this process will likely find additions, deletions, and
modifications have been made. These changes will reflect the evolving thinking of those
Pennsylvania educators who are intimately involved in the Comprehensive Planning process.
CSGQ #1 Is there a system within the school and district that enables the principal
to serve as a strong instructional leader who, in partnership with the
school community (students, staff, parents, community, etc.) leads
achievement growth and continuous improvement within the school?
Such a system, if fully implemented, would have the following
characteristics:
High expectations are regularly and consistently communicated for, and the
1.1 school community is involved in, the creation and sustenance of a culture
that supports student growth and continuous school improvement.
Multiple and reliable data sources are used collaboratively and strategically
1.2 to develop a coherent vision for student growth and continuous improvement.
The vision for student growth and continuous improvement is understood
1.3 and supported by the entire school community.
□
□
□
□1.4
□1.5
□1.6
□1.7
□1.8
□1.9
□1.10
□1.11
Multiple and reliable data sources are used to collaboratively identify needs
and to develop and facilitate a coherent, comprehensive improvement plan,
aligned with the school’s vision.
The improvement plan includes clear measurable goals, aligned strategies,
detailed implementation steps, and indicators of implementation.
The improvement plan is understood and supported by the entire school
community.
In collaboration with the school community, multiple and reliable data
sources are used to monitor progress toward achievement of identified goals
and to adjust implementation steps when data indicates changes are needed.
Professional development is collaboratively and systematically planned and
aligned with the school’s goals and PDE’s requirements.
The professional development plan is implemented and systematic
adjustments are identified and enacted, based upon the indicators of
effectiveness.
The required induction and mentoring programs for new educators and
administrators are aligned with the school’s goals and PDE’s requirements.
The components within the induction and mentoring program are
implemented with fidelity.
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□1.12
□1.13
□1.14
□1.15
The continuous professional growth of self and others is modeled by school
and district administrators.
Professional education provides all educators with the ability to access and
use appropriate data to inform decision-making.
Professional education provides all educators with the ability to identify and
allocate resources for effective results.
Professional education provides all educators with the ability to align
assessments, curriculum, instruction (including interventions for struggling
students), staff professional education, and teaching materials to each other
and to PA’s academic standards.
Provide evidence
to support your
answer
CSGQ #2 Is there a system within the school that fully ensures school-wide use of
data that is focused on school improvement and the academic growth of
all students?
□2.1
□2.2
□2.3
□2.4
□2.5
□2.6
□2.7
Such a system, if fully implemented, would have the following
characteristics:
All educators, including the principal, systematically use established
protocols to analyze appropriate data for informing decisions for improving
student learning.
Results from assessments that all educators, including the principal, use to
prioritize curricular content and instructional practices are reported out by
assessment anchor, eligible content, or standards-aligned learning objective.
All educators, including the principal, systematically use standards-aligned
assessment results (including benchmark assessments) to monitor student
achievement throughout the school year.
All educators, including the principal, systematically use standards-aligned
assessment results (including benchmark assessments) to identify
instructional practices that are linked to student success in mastering specific
assessment anchors, eligible content or standards-aligned learning objectives.
All educators, including the principal, systematically use benchmark
assessment results to determine student progress towards meeting proficiency
levels in English Language Arts, Math and Science, as measured by PSSA
and Keystone Assessments.
All educators, including the principal, systematically use benchmark
assessment results to identify instructional practices that are linked to student
success in mastering specific assessment anchors, eligible content and/or
standards-aligned learning objectives.
All educators, including the principal, use assessment results to identify the
specific assessment anchors, eligible content or standards aligned learning
objectives for which sufficient student mastery was not attained so that all
educators can collaboratively create and/or identify instructional strategies
likely to increase mastery.
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□2.8
□2.9
□2.10
□2.11
All teachers modify and adapt identified instructional practices within their
classrooms to increase student mastery.
A standard screening process is in place for all educators to proactively
identify students’ needs and to determine levels of targeted assistance.
All educators, including the principal, engage students in the monitoring of
their own achievement growth.
Professional education that provides all educators, including the principal,
with a variety of classroom-based assessment skills and the skills needed to
analyze and use data in instructional decision making is given a high priority.
Provide evidence
to support your
answer
CSGQ #3 Is there a system within the school that fully ensures consistent
implementation of a standards aligned curriculum framework across all
classrooms for all students?
□3.1
□3.2
□3.3
□3.4
□3.5
□3.6
□3.7
□3.8
Such a system, if fully implemented, would have the following
characteristics:
All standards are mapped and aligned for all courses / subjects.
Content, including materials, activities and estimated instructional time for
achieving the academic standards, is documented for all planned instruction.
The objectives of planned courses and instructional units are identified for
each subject is documented for all planned instruction.
The procedures for measurement of mastery of the objectives of planned
course and instructional units are documented for all planned instruction.
The alignment among the objectives of a planned course, instructional units
and academic standards is documented for all planned instruction.
The curricula for all courses /subjects are easily accessible to all educators.
Processes are in place and implemented to identify, update and align
standards, curriculum, instruction, and assessments.
All educators, including the principal, are engaged in curricula review,
revisions, and monitoring.
Provide evidence
to support your
answer
CSGQ #4 Is there a system within the school that fully ensures consistent
implementation of effective instructional practices that meet the needs of
all students across all classrooms and aligns with the Pennsylvania
Framework for Teaching?
Such a system, if fully implemented, would have the following
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□4.1
□4.2
□4.3
□4.4
□4.5
□4.6
□4.7
□4.8
□4.9
□4.10
□4.11
□4.12
□4.13
□4.14
□4.15
□4.16
characteristics:
All teachers communicate and create classroom environments of respect,
rapport, high expectations, and family engagement in order to promote a
culture for learning.
All teachers effectively organize physical space, manage classroom
procedures, and manage student behavior.
All teachers use multiple instructional strategies (e.g. questioning,
discussion, structured grouping, flexible grouping, and differentiated
instruction) that actively engage and meet student learning needs.
All teachers and building administrators demonstrate knowledge of content
and pedagogy, and the resources needed to extend content.
All teachers demonstrate knowledge of the students within their classrooms,
including the knowledge of child development, learning processes, special
needs and cultural heritage.
All teachers set instructional outcomes and design coherent instruction to
meet the outcomes.
All teachers appropriately adjust lessons to address student needs.
All teachers design and use assessments in instruction that correlate with
standards to gauge student learning.
All teachers design and use assessments in instruction that correlate with
standards to monitor and inform instruction.
All teachers maintain accurate student records for completion of assignments
in order to monitor and to encourage students’ progress, including the use of
this information to engage students’ families in the instructional program.
All educators, including the principal, reflect on teaching, participate in
professional learning communities, and demonstrate professional growth.
All educators, including administrators new to the school, complete required
induction and mentoring programs that include professional development
focused on: standards, curriculum, best instructional practices,
accommodations and adaptations for diverse learners, assessments, data
informed decision making, and materials and resources, Code of Professional
Practice and Conduct for Educators, and safe and supportive schools.
All educators, including the principal, identify professional development
goals aligned with areas for growth, as measured by the Framework for
Teaching.
All educators whose practice has been formally identified as being in need of
improvement participate in a structured supervision program aligned to the
Framework for Teaching.
The professionalism of all educators, including the principal, is evident in
their service to students, compliance with regulations, and demonstration of
integrity and ethical conduct.
All educators, including the principal, collaborate to ensure that professional
education enhances all educators’ content knowledge in the area of the
educator’s certification or assignment.
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□4.17
All educators, including the principal, collaborate to ensure that professional
education increases all educators’ teaching skills based on effective practice
research, with attention given to the differentiated needs of students.
Teacher groups, supported by the principal, collaboratively identify
4.18 instructional practices implemented within the school that are potentially
worthy of replication.
Teacher groups, supported by the principal, collaboratively employ data4.19 supported processes to validate the effectiveness of identified instructional
practices.
All teachers, supported by the principal, replicate identified instructional
4.20 practices in all appropriate classrooms.
Provide evidence
to support your
answer
□
□
□
CSGQ #5 Is there a system within the school that ensures the organizational
structure, processes, materials, equipment, and human and fiscal
resources within the school align with the school’s goals for student
growth and continuous school improvement?
□5.1
□5.2
□5.3
□5.4
□5.5
□5.6
□5.7
□5.8
□5.9
Such a system, if fully implemented, would have the following
characteristics:
Data is used by all educators, including the principal, to guide and justify the
allocation and alignment of resources (infrastructure, facilities, technology,
materials, equipment, human resources, scheduling, etc.).
The principal and district administrators allocate funding to provide the
resources needed to implement aligned standards, curriculum, instruction,
and assessments.
High quality aligned instructional materials are identified by all teachers and
the principal, and a robust supply is available.
The principal and all teachers ensure adequate and efficient accessibility to
materials and resources for students.
The principal and all teachers ensure that materials and resources are aligned
and supportive of academic standards and progress from one grade level to
the next.
The principal and all teachers ensure that materials and resources are
differentiated and allocated to accommodate diverse levels of student
motivation, performance, and educational needs.
The principal and all teachers ensure that current telecommunication
services, hardware, software, and other services are adequately and
appropriately used to implement education.
Processes are in place to identify and update the supplementary aids and
services needed for achievement growth and school improvement.
The principal and all teachers ensure the availability of appropriate resources
for students who require additional academic supports beyond the normal
school day and/or school year.
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□5.10
The principal and District administrators ensure that hiring processes and
timelines allow the school to competitively recruit highly qualified and
culturally proficient educators.
Quality student, personnel, programmatic, and operational data is maintained
5.11 by the principal and all teachers to efficiently produce timely reports for
instructional, alignment, and compliance purposes.
The school’s calendar and schedules facilitate opportunities for collaboration
5.12 among all educators, including the principal, for data analysis, instructional
improvement, and achievement growth.
The principal partners with all other educators to ensure that the master
5.13 schedule, course offerings, flexible instructional time, structured grouping
practices and other schedule related practices are designed and used to
maximize students’ acquisition of rigorous academic standards.
Provide evidence
to support your
answer
□
□
□
CSGQ #6 Is there a system within the school that fully ensures a safe and
supportive environment for all students?
□6.1
□6.2
□6.3
□6.4
□6.5
□6.6
□6.7
□6.8
□6.9
Such a system, if fully implemented, would have the following
characteristics:
Practices that align with State regulations for Safe and Supportive Schools
are fully implemented within the school by the principal and all other
educators.
An emergency and disaster preparedness plan is in place and communicated
by the principal and all other educators.
An emergency and disaster preparedness plan is implemented by the
principal and all other educators.
The principal, all other educators and the school community support and
implement a safe and orderly learning environment.
The principal and all other educators communicate educational opportunities
to students and families through course planning guides, the website, phone
calls, emails, letters, meetings, local media reports, meetings with the
community and families, newsletters, press releases, school calendar, and
student handbook.
The principal, all other educators, and the school community establish a
culture that values learning conveyed through high expectations and relevant
content.
The principal, all other educators, and the school community support an
equitable learning environment, including instructional differentiation,
appropriate challenges, and supporting interventions.
The principal and all other educators implement a positive behavioral support
system that includes a response team for the implementation of positive and
proactive supports and interventions.
The principal and all other educators frequently provide information to and
engage families as active partners in the educational process to reduce
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□6.10
□6.11
□6.12
□6.13
□6.14
□6.15
□6.16
□6.17
□6.18
□6.19
□6.20
□6.21
□6.22
□6.23
□6.24
□6.25
□6.26
barriers and accelerate the academic, social and emotional growth of
students.
Appropriate diagnostic, intervention and referral services are implemented by
the principal, district administrators and all other educators for school age
students and preschool age students with disabilities.
The principal and district administrators ensure that a plan is in place and
implemented by all educators to identify students with specific learning
disabilities.
The principal and district administrators ensure that a plan is in place and
implemented by all educators within the school to identify students who are
gifted.
Academic counseling programs are implemented within the school by all
educators, including the principal.
Attendance monitoring programs are implemented within the school by all
educators, including the principal.
Behavior management programs are implemented within the school by all
educators, including the principal.
Bullying prevention programs are implemented within the school by all
educators, including the principal.
Career awareness and career development (planning, coaching, and
mentoring) programs are implemented within the school by all educators,
including the principal.
Compliance with health requirements is ensured by the principal and all other
school professional staff members.
Student health needs are communicated to parents and, as needed, to
community service agencies by the principal and all educators designated by
the principal to fulfill this responsibility.
The principal and all other educators ensure that curricula for guidance and
wellness programs are implemented.
The principal and all other educators demonstrate support for students’
participation in opportunities outside of the school day that promote
academic, social, and emotional growth.
A student attendance policy that contains clear expectations for all students
and consequences for offenses is readily accessible to students and families.
A student attendance policy that contains clear expectations for all students
and consequences for offenses is consistently enforced by the principal and
all other educators.
The principal and all other educators implement supports and interventions to
chronically absent students, which include the involvement of their families.
A student code of conduct or similar document that contains clearly defined
expectations and consequences for offenses is readily accessible to students
and their families.
A student code of conduct or similar document that contains clearly defined
expectations and consequences for offenses is consistently enforced by the
principal and all other educators.
Provide evidence
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to support your
answer
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Responses to Charter School Guiding Questions
In the following table, document the responses to Charter School Guiding Questions as
determined by the Charter School Planning Team.
CSGQ #
Charter School Guiding Questions
Y/N
Is there a system within the school and district that enables the principal to serve as
a strong instructional leader who, in partnership with the school community
CSGQ 1
(students, staff, parents, community, etc.) leads achievement growth and continuous
improvement within the school?
CSGQ 2
Is there a system within the school that fully ensures school-wide use of data that is
focused on school improvement and the academic growth of all students?
CSGQ 3
Is there a system within the school that fully ensures consistent implementation of a
standards aligned curriculum framework across all classrooms for all students?
Is there a system within the school that fully ensures consistent implementation of
CSGQ 4 effective instructional practices that meet the needs of all students across all
classrooms and aligns with the Pennsylvania Framework for Teaching?
Is there a system within the school that ensures the organizational structure,
processes, materials, equipment, and human and fiscal resources within the school
CSGQ 5
align with the school’s goals for student growth and continuous school
improvement?
CSGQ 6
Is there a system within the school that fully ensures a safe and supportive
environment for all students?
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Prioritize Systemic Challenges Worksheet







The links between CSGQs and Systemic Challenges listed below are indicated by CSGQ numbers.
Identify the CSGQs that were answered “NO” by highlighting the corresponding Systemic Challenges.
Add and highlight any additional identified Systemic Challenges not associated with the CSGQs.
Prioritize the highlighted Systemic Challenges: The challenge most likely to have a significant impact on
student achievement would have the highest priority. Related exercise: For each of the concerns listed on a
previous page, reflect upon which of the identified challenges has been a direct or indirect cause of the concern.
Record the priority of each highlighted Systemic Challenge in the right hand column.
The highest priority Systemic Challenges will be the focus of Action Plans.
Copy each of the highest priority Systemic Challenges as a Goal into an Action Plan Worksheet.
CSGQ #
CSGQ 1
CSGQ 2
CSGQ 3
CSGQ 4
CSGQ 5
CSGQ 6
Systemic Challenges
Ensure that there is a system in the school and/or district that fully ensures the
principal is enabled to serve as a strong instructional leader who, in partnership
with the school community (students, staff, parents, community, etc.) leads
achievement growth and continuous improvement within the school.
Ensure that there is a system within the school that fully ensures school-wide
use of data that is focused on school improvement and the academic growth of
all students
Ensure that there is a system within the school that fully ensures consistent
implementation of a standards aligned curriculum framework across all
classrooms for all students.
Ensure that there is a system within the school that fully ensures consistent
implementation of effective instructional practices that meet the needs of all
students across all classrooms and aligns with the Pennsylvania Framework for
Teaching
Ensure that the organizational structure, processes, materials, equipment, and
human and fiscal resources within the school align with the school’s goals for
student growth and continuous school improvement.
Ensure that there is a system within the school that fully ensures a safe and
supportive environment for all students.
P
Charter School
Identified Systemic
Challenge
Charter School
Identified Systemic
Challenge
Charter School
Identified Systemic
Challenge
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Action Planning
A Charter School’s Comprehensive Plan (CP) collectively consists of the 3-Year Comprehensive
Plan, the Charter School Annual Plan, and a School Improvement Plan (required or voluntary).
Each of the component plans includes some aspect of Action Planning. All three require that
Systemic Challenges be selected as Action Plan Goals and that Strategies be selected that have a
high likelihood of addressing the Goals. School improvement plans also require the
identification of Indicators of Effectiveness and the development of an implementation
component composed of all of the Action Steps needed to fully implement the strategies. A 3Year Comprehensive Plan includes all of these Action Plan components in addition to the
completion of Professional Development Action Step Worksheets.
Schools with a Federal Designation of Priority must develop and document an Action Plan for
each identified Systemic Challenge; schools designated as Focus Schools must select at least one
Systemic Challenge for Action Planning. The Action Plans of Federally Designated Schools
must have an implementation horizon of three school-years.
Action Plan Worksheet Directions
1. Identify the highest priority Systemic Challenge. This statement will now become the
Goal of the Action Plan.
2. One or more Indicators of Effectiveness should be identified. These indicators describe
the level of student achievement or performance a Planning team will accept as evidence
that the Action Plan is having the intended impact.
3. In addition to summative Indicators of Effectiveness, Planning teams are encouraged to
include formative Indicators of Effectiveness that will provide insight into the impact of
the Action Plan during the course of its implementation.
4. Planning teams are encouraged to review their discussions of system characteristics, as
well as to identify all aspects of the system that have been recognized as challenges in
need of further improvement.
5. Planning teams are encouraged to not only identify areas for strengthening, but to ask and
discuss why these areas have not improved in the past. These discussions can help to
recognize underlying causes that could eventually be developed into Implementation
Steps of the overall Action Plan.
6. Planning teams should discuss the inclusion of the 2 required Professional Development
Implementation Steps (Chapter 49). The school should be offering Professional
Development in the area of Teaching Diverse Learners in an Inclusive Setting as well as
Increasing Language and Literacy Acquisition.
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SL Goal Action Plan Worksheet
Goal (High Priority Systemic Challenge)
Deficiencies (now listed in the CP web app on “View Action Plans”) and Root Causes
(Root Causes are NOT documented in the CP web app but are part of the Guided Planning Structure)
Deficiency:
Root Cause:
Indicators of Effectiveness
Data Source
Summative/Annual
Include dates of
Formative/Interim
implementation
Specific targets that will indicate the action plan is
having a positive impact on goal attainment
(perceptual, contextual and/or performance)
Strategies
Title:
Describe the research-based strategy/best practice:
Optionally Select the SAS Elements to which this stragegy applies:
Standards
Assessment
Curriculum Framework
Instruction
Materials & Resources
Safe and Supportive Schools
Implementation (Action) Steps
(What follows is the implementation component/program management tool, i.e. the “to-do” list)
Title:
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Description:
Indicator of Implementation:
Person Responsible for Managing and
Monitoring the Action Step
Implementation Start Date:
Target Completion Date:
Proposed Cost/Funding by Year
Anticipated
SY
Cost
SY End
Costs
Start
Allocation
Funding Sources
□ Professional Education □ Teacher Induction □ Special Education
Program Area(s)
□ Students Services
□ Gifted Education
□ Educational
Addressed:
Technology
Is this Action Step a professional development action step? (YES or NO)
If YES, complete the Professional Development Action Step Worksheet.
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Professional Development Action Step Worksheet
Title
Description
Start
Hours Per Session
End
# of Sessions
Provider
School Entity
Provider Type
IU
Individual
Person Responsible
# of Participants
PDE Approved
Yes
No
College or
Non-profit Organization
University
Association
For Profit Company
PaTTAN:
Other:
Knowledge Gain
Research & Best
Practices Base
For classroom
teachers, school
counselors and
education specialists
(Check all that
apply)
For school and
district
administrators, and
other educators
seeking leadership
roles
(Check all that
Enhances the educator’s content knowledge in the area of the
educator’s certification or assignment.
Increases the educator’s teaching skills based on research on
effective practice, with attention given to interventions for
struggling students.
Provides educators with a variety of classroom-based assessment
skills and the skills needed to analyze and use data in instructional
decision-making.
Empowers educators to work effectively with parents and
community partners.
Provides the knowledge and skills to think and plan strategically,
ensuring that assessments, curriculum, instruction, staff
professional education, teaching materials and interventions for
struggling students are aligned to each other as well as to
Pennsylvania’s academic standards.
Provides leaders with the ability to access and use appropriate data
to inform decision-making.
Empowers leaders to create a culture of teaching and learning, with
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apply)
an emphasis on learning.
Instructs the leader in managing resources for effective results.
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Training
Format
Participant
Roles
Grade Levels
Follow-up Activities
(Check all that
apply)
Evaluation Methods
(Check all that
apply)
District Whole Group Presentation
School Whole Group Presentation
Department Focused Presentation
Online-Synchronous
Professional Learning Communities
Classroom teachers
Supt/Asst Supts/CEO/Ex Dir
Paraprofessional
New Staff
Related Service Personnel
EEP
EEI
2012-2013
Series of Workshops
Live Webinar
Podcast
Online-Asynchronous
Offsite Conferences
Principals / Asst. Principals
School counselors
Classified Personnel
Other Educational specialists
Parents
MS
HS
Team development and sharing of content-area lesson
implementation outcomes, with involvement of administrator
and/or peers
Analysis of student work, with administrator and/or peers
Creating lessons to meet varied student learning styles
Peer-to-peer lesson discussion
Lesson modeling with mentoring
Joint Planning Period Activities
Journaling and reflecting
Other:
Classroom observation focusing on factors such as planning and
preparation, knowledge of content, pedagogy and standards,
classroom environment, instructional delivery and
professionalism.
Student PSSAs
Standardized student assessment data other than the PSSAs
Classroom student assessment data
Participant survey
Review of participant lesson plans
Review of written reports summarizing instructional activity
Portfolio
Other:
Revised: 3/21/2016
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CHARTER SCHOOL LEVEL PLANNING-OFFLINE GUIDANCE TOOL
2012-2013
Affirmation of Compliance with 22 PA Code Article 711 &
PDE Policies and Procedures
Within the online Comprehensive Planning web application the Chief School Administrator will affirm the following
statements. In addition, the affirmation verifies that the President of the Board of Trustees reviewed the Charter School
Plan and affirms the appropriate statements.
We affirm that this Charter School Plan was developed in accordance, and will comply with the applicable provisions of
22 Pa. Code, Chapters 4, 12, 49 and Article 711. We also affirm that the contents are true and correct and that the plan
was placed for public inspection in the Charter School offices and in the nearest public library until the next regularly
scheduled meeting of the Board or for a minimum or 28 days whichever comes first.
We affirm that the responses in the Professional Education Core Foundations and the Professional Development
Implementation Steps focus on the learning needs of each staff member to enable all staff members meet or exceed the
Pennsylvania academic standards in each of the core subject areas.
Signature
President, Board of Trustees
Date
Signature
Chief School Administrator
Date
Signature
Regional Intermediate Unit Executive Director
Date
Revised: 3/21/2016
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CHARTER SCHOOL LEVEL PLANNING-OFFLINE GUIDANCE TOOL
2012-2013
Affirmation for Compliance with the
Public Official & Employee Ethics Act
The original Public Official and Employee Ethics Act (the “Ethics Act”) was amended and reenacted in 1989 by Act 9 of
1989 and in 1998 by Act 93 of 1998. (See Act 9 of 1989, 65 P.S. §401, et seq. and Act 93 of 1998, Chapter 11, 65 Pa.c.s.
§1101 et seq.) The Act provides that public office is a public trust and that any effort to realize personal financial gain
through public office is a violation of that trust. The Act was passed to strengthen the faith and confidence of the people
of the Commonwealth in their government. The Act established the State Ethics Commission to administer and enforce
the provisions of the Act and to provide guidance regarding the standards established by the Act.
The _______________________ assures that it will comply with the requirements of the Public Official and Employee
Ethics Act (the “Ethics Act”) and with the policies, regulations and procedures of the Pennsylvania State Ethics
Commission. Additional information about the “Ethics Act” is available on the Ethics Commission’s website at:
http://www.ethics.state.pa.us/
Signature
President, Board of Trustees
Date
Signature
Chief School Administrator
Date
Signature
Regional Intermediate Unit Executive Director
Date
Revised: 3/21/2016
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CHARTER SCHOOL LEVEL PLANNING-OFFLINE GUIDANCE TOOL
2012-2013
Assurance of Quality and Accountability
The Chief School Administrator and President of the School Board will affirm the following statements.
We, the undersigned, hereby certify that the school level plan for ______________has been duly reviewed by a Quality
Review Team convened by the Superintendent of Schools and formally approved by the district's Board of Education, per
guidelines required by the Pennsylvania Department of Education.
We hereby affirm and assure the Secretary of Education that the school level plan:





Addresses all the required components prescribed by the Pennsylvania Department of Education
Meets ESEA requirements for Title I schools
Reflects sound educational practice
Has a high probability of improving student achievement
Has sufficient District leadership and support to ensure successful implementation
With this Assurance of Quality & Accountability, we, therefore, request that the Secretary of Education and the
Pennsylvania Department of Education grant formal approval to implement the school level plan submitted by
_________________________________ for the ______-_______ school-year.
Signature
President, Board of Trustees
Date
Signature
Chief School Administrator
Date
Signature
Regional Intermediate Unit Executive Director
Date
Revised: 3/21/2016
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